Center for Research on Equity and Innovation


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Ben Daley
Ben Daley
Academic Dean & Director of Clinical Sites
Profile
As Chief Academic Officer of High Tech High, Ben Daley serves as the Academic Dean and Director of Clinical Sites for the HTH GSE.   Ben joined High Tech High to teach physics as a founding faculty member in fall 2000. He was the second director of the original High Tech High. As a student at Haverford College, Ben majored in physics and was credentialed in secondary physics and math. After graduation, he traveled to the Philippines and taught science and math at an international school in Manila. Upon his return to the U.S., he taught physics and AP physics at the Madeira School, a girls’ boarding school in suburban Washington, D.C. He then moved to California to coach basketball and to teach physics at Pomona and Pitzer Colleges. He earned an M.A. in science education at the University of California, Santa Barbara and is pursuing a doctorate in educational leadership at the University of California, San Diego.
Ben's research interests include student voice in new teacher development and the emerging field of improvement research, which is an effort to scale up good ideas in education using a broad range of both outcome and process data. Ben has led work in conjunction with the Hewlett Foundation around spreading deeper learning principles.  Follow him on twitter @bendaley.

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Stacey Caillier
Stacey Caillier
Director, Center for Research on Equity and Innovation
Profile
Stacey Caillier Ph.D. is Director of the Research Institute, where she supports research projects within and beyond the HTH schools, and a core faculty member in the HTH GSE. She has been with the GSE since its inception in 2006, previously serving as the Director of the Teacher Leadership M.Ed. program and Co-Director of Instructional Support for HTH schools. She is passionate about the potential for practice-oriented forms of research - like action research and improvement research - to transform schools by encouraging educators and students to explore their passions while working toward more equitable and engaging learning environments.
 
Prior to coming to High Tech High, she completed her doctorate at UC Davis in School Organization and Educational Policy. At her dissertation site, she collaborated with teachers to design and implement an action research project that led to school-wide reforms. As a graduate teaching fellow at UC Davis and an adjunct faculty member in Hamline University’s Graduate School of Education, Stacey taught courses on action research and socio-cultural issues in education, and mentored practicing teachers. She began her career as a high school physics and math teacher at a Portland, Oregon high school affiliated with the Coalition of Essential Schools. She later served as a teacher and science specialist in a California charter school. Stacey majored in physics and English at Willamette University, where she also earned a Master’s in Teaching and a secondary physics and math credential.

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Sarah Fine
Sarah Fine
Visiting Scholar and Course Instructor
Profile
Sarah M. Fine is an advanced doctoral student at the Harvard Graduate School of Education, where she collaborates with Jal Mehta on a long-term ethnographic study of secondary schools that are striving to enact deep learning for all of their students. Prior to starting her doctoral studies, she worked as a teacher and instructional coach at an urban charter high school in the District of Columbia, and as a freelance education journalist. While at Harvard she has helped to design and teach several undergraduate and graduate courses about K-12 educational issues; she also has worked as an embedded consultant to the leadership team of a K-12 charter school, supporting its efforts to create deeper learning experiences for students. Her work has appeared in a diverse array of publications, including The Washington PostEducation Week, Educational Leadership, and Phi Delta Kappan, as well as academic venues including the Journal of Educational Change and the Harvard Educational Review. With any luck, both her dissertation (which follows the change process at a school with emergent commitments to deep learning) and her coauthored book with Professor Mehta (chronicling their four years of research on deep learning in 30 American high schools) will be finished by the close of the 2016-17 academic year. Sarah holds an A.B. from Harvard College, an M.A. from the Bread Loaf School of English, and an M.Ed. from the Harvard Graduate School of Education.  

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Ryan Gallagher
Ryan Gallagher
Project Director, NGSS Early Adoption Initiative
Profile
Ryan Gallagher is a Project Director of the NGSS Early Implementation Initiative at HTH and helps to facilitate and support various improvement science projects at High Tech High. He has taught middle and high school within the High Tech High system since 2004.  Last year, Ryan co-designed and facilitated HTH’s Deeper Learning MOOC. Ryan holds undergraduate degrees from UC San Diego and was a member of the first graduating cohort of students in the HTH GSE where he is now a faculty member.  Ryan is a member of the Distinguished Educators Panel at the Temporal Dynamics of Learning Center and is featured in Kathleen Cushman’s recent book The Motivation Equation!
Phone
619-243-5000-ext-59202

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Daisy Sharrock
Daisy Sharrock
Education Research Specialist, Center for Research on Equity and Innovation
Profile
Daisy Sharrock joins the Center for Research on Equity and Innovation after working as a 10th grade math and chemistry teacher at High Tech High.  She is currently enrolled in the Educational Leadership doctorate program at the University of California, San Diego, where her research interests include student motivation and the development of reflective practitioners and their impact on school culture. Her masters publication Down the Rabbit Hole: An Exploration of Student Motivation, Grit and Scientific Inquiry was completed though the High Tech High Graduate School of Education in conjunction with the Reuben H. Fleet Science Center in San Diego. She has published articles on project based learning and assessment in Unboxed: a Journal of Adult Learning, and is a contributing author to Surviving and thriving with teacher action research: Reflections and advice from the field (In press).

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Ben Sanoff
Ben Sanoff
Researcher, Center for Research on Equity & Innovation
Profile

Ben Sanoff has been a high school teacher and school leader for nine years, primarily at Berkeley High School, and is currently a researcher at Center for Research on Equity and Innovation at the High Tech High GSE. Inspired to become an educator as a result of his educational experiences growing up in Cambridge Massachusetts, Ben attended Colby College, received a Master's of Education from the University of Massachusetts, Boston, and was awarded a Master's of Education in School Leadership from the High Tech High Graduate School of Education.  

He served as a social studies teacher, technology coordinator, and teacher leader at Berkeley High, where he was deeply involved in program design, professional development, and technology implementation to help address issues of equity and make instruction more student centered. As technology coordinator, Ben developed a blended learning program and later as a teacher implemented a self paced mastery economics course. In addition, Ben developed a tiered set of interventions for students in AP classes by establishing a partnership with UC Berkeley, recruiting and coordinating undergraduate mentors to serve as study group leaders for students in AP courses.  He wrote for and was awarded the UC Berkeley Chancellorship grant to scale up this partnership. Last year his work on student consulting was published in the Unboxed Spring 2016 edition and on the Edweek Deeper Learning blog.







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